Author(s)

Kelley Rand

Date Approved

6-5-2015

Embargo Period

6-14-2016

Document Type

Thesis

Degree Name

M.A. Learning Disabilities

Department

Language, Literacy, and Special Education

College

College of Education

First Advisor

Kuder, S. Jay

Subject(s)

Attention-deficit hyperactivity disorder;Learning disabled children--Behavior modification

Disciplines

Special Education and Teaching

Abstract

The purpose of the study was to examine the effects of multiple behavior interventions of first grade students diagnosed with Attention Deficit Hyperactivity Disorder. This study implemented three behavior interventions. The results were analyzed to determine the successes and comparisons of the interventions. The participants were two first grade male students diagnosed with ADHD. Data was collected during a baseline phase, intervention one phase, intervention two phase, intervention three phase, and post-intervention phase. The independent variables were the use of three singular behavior interventions. The dependent variable was the measure of the participants' appropriate behavior in the classroom. Overall, the results of the study demonstrated that a teacher scheduled behavior intervention, which allowed students a break and physical movement to be the most effective intervention to increase students' appropriate behavior. The study demonstrated results for the use of a sensory behavior intervention or self-monitoring intervention to be ineffective.

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